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Evan 516/Intr 514
Spiritual Growth and Witness
Winter 2007
Psalm 73:28 But as for me, the nearness of God is my good; I have made the Lord God my refuge, that I may tell of all thy works. Instructor: Jerry Root Office: BGC 242. Phone: 9630) 752-5945 (O) / (630) 752-4360 (H) Office hours: by appointment (contact Jean Bilang at x 5904) E-mail: jerry.root@wheaton.edu Class Location and Times: January 2-6 TWThFS; BGC 255; Mornings 8:00-12: Course Description: This course presents spiritual formation as an intentional emphasis of the Church whereby we seek to facilitate and cooperate with the work of the Spirit of God primarily through cultivating a climate of discipleship, encouraging spiritual practices that make us more open and responsive to the Spirit’s activity, and developing resources that address the varying needs of persons at different places in their faith pilgrimage. Missions Inter-cultural Studies Department Goal: Our mission is to develop Christian professionals skilled in theory and practice for culturally-relevant service in a constantly changing world. Goal of the Evangelism M.A. Our mission is to develop people for effective leadership in evangelism that is informed by critical engagement with the nature of the Gospel, Christian life and thought, and the cultures of the contemporary world. Specific Department Goals for this Course:
- Can communicate and embody the connection between spiritual depth, vitality and integrity and evangelistic fruitfulness.
- Understand the significance of a disciplined, vital spiritual life as the basis for incarnational ministry. Course Outcomes:
- Can speak from the Scriptures with confidence about the person and work of Jesus Christ and the necessity for all persons having a saving relationship with Him. (E.1.)
- Have effective communication skills for ministry as demonstrated in a field context. (E.3) Supporting Course Outcomes :
- To enable the student to discover that the most fundamental principles of evangelism are to be found in the character and attributes of God. Theological focus.
- To enable the student to define who he, or she, is as a person and thereby discovering how the Gospel continues to transform the believer and lend creditability and authority to the presentation of the Gospel. The student will discover: a) That he or she is “...fearfully and wonderfully made...” Psalm139:14. b) That she or he is uniquely equipped, chosen and appointed “...that you should go and bear fruit, and that your fruit should remain.” John 15:16. Psychological focus.
- To enable the student to begin to understand some reasons as to why evangelism is in decline in Western churches in recognition of:
a) Individual dysfunction. b) Institutional dysfunction. c) Failure of the church to “reproduce reproducers”. Ecclesiological focus.
- To enable the student to connect the Gospel to the lives of others he meets because he is more aware of more robust applications of the Good News in his, or her, own daily experience. Sociological focus.
- To enable the student to begin to understand the art of “...equipping the saints for the work of the ministry.” Ephesians 4:12. Service focus.
- To enable the student to explain the Gospel with clarity and sensitive application to the felt needs of others. Text Books:
- Buechner, Frederick Telling Secrets ISBN 0-06-061156-
- Mitchell, Basil Faith and Criticism ISBN 0-19-826758-
- A. W. Tozer The Idea of the Holy ISBN 0-06-068412-
- Mclaren, Brian A Generous Orthodoxy ISBN 0-310-25747-
- Hybels, Bill & Mark Mittelberg Becoming a Contagious Christian ISBN 0-310-21008- Course Assignments :
- In order to demonstrate preparation for the course, students are expected to read each of the books before the class and write a two page summary of each book (typed double spaced) setting forth the outline of the book and key points. A grade will be given for the number of surveys turned in by the beginning of the course. All five books surveyed will result in an A. Four books surveyed will result in a B+. Three books surveyed will result in a B. Two books surveyed will result in a C+. One book surveyed will result in a C. A complete reading report will be due three weeks after the course is completed. A grade will be assigned for the amount of reading completed according to the following standard: 100-98% = A; 97- 96% = A-; 95-94% = B+; 93-92% = B; 90-91% = B-; 89-88% = C+; 87-85% = C; 84-82% = C-; 81-75% = D; 74 and below = F. The average of the two reading grades (for the surveys and the reading report) will account for ¼ of the course grade.
- In order to demonstrate that the student can speak from the Scriptures with confidence about the person and work of Jesus Christ and the necessity for all persons having a saving relationship with Him, two eight page papers will be required. a. The first paper will explore examine an attribute of God in light of its relevance to evangelism and the transformation of life around that particular attribute. Each student must sign up for the attribute about which he or she will write (see sign-up sheet). These papers are due on _____________________________. b. The second paper will be written choosing one of the three following options:
- Developing an Evangelistic Lifestyle. This is a “how-to” paper, designed to enable the student to train others to identify their evangelistic style and develop methods to implement that style.
- Development of a small group ministry. This also is a “how-to” paper, designed to enable the student to build a small group ministry that equips others to engage in the kind of spiritual growth that is fruit producing. This paper should include data on implementation and supervision of this ministry.
- Changing the Paradigm of a Church. This paper should explore how to change a non-fruit producing church into a fruitful church which “reproduces reproducers”. The paper should seek to identify expected problem areas and how to effectively deal with them. It should also look at implementation, supervision and “putting out fires” when resistance to change occurs. Due date for the second paper is ____________________________ which is the date for class discussion of these topics. The two papers will count for ½ of the course grade (1/4 of the course grade each); they will be graded on their strength to accomplish the expectations as described above, as well as: a) Clarity of the thesis statement and method by which the student will test and validate the thesis. b) Conclusion which is supported by the thesis, method and body of the paper.
- Papers should represent the student’s reflections on lecture material, course readings and additional research. It is not necessary for the student to account for all available material. Develop the idea of your paper and think critically about it. Critical , is to be understood as evaluative, weighing the strengths of an idea and examining its weaknesses, or extending it logically, or developing its application in a particular sort of way. A critical analysis may explore the weaknesses or deficiencies of an argument. It may discover the omissions of an argument, or string of inferences, seeking to discover why these omissions have been made. A critical analysis may suggest if the omissions utterly diminish the argument or merely render it flawed; if flawed, a critical analysis might suggest how the deficiencies could be eliminated making the argument a worthy one. A critical analysis develops as the critic asks questions of the material and seeks to answer them. A good critical analyst will not avoid issues that reveal weaknesses in his own judgments as well. To be critical does not mean that the student must be unsympathetic to a particular idea or concept. A critical analysis seeks to exercise careful judgment and attempts to be as accurate as possible.
- The papers are to be reflective, it is expected therefore, that some time will be given to writing each one. Items in the paper that indicate it might have been cranked out hurriedly will count against the grade given to the paper. Papers will be marked down for incorrect spelling and grammar. Spell checks and grammar checks, on computers, should enable anyone, who is not in too big of a hurry, to correct mistakes. Words not picked up by the spell check (“there” for “their”, etc.) will also lower the mark on the paper. The instructor will take it as a sign that the student did not bother to read the work over before turning it in. It is also useful to read the paper over to a friend or roommate. Following the reading ask him, or her, if he can say back to you what you have written. If his summary is far from what you intended, as you wrote the paper, then you must revise it to make sure that what you have written is precisely what you mean.
- When using important terms, define them. It is not necessary to give Webster’s definition. Simply write, “By _________, I mean _____________.” From that point on you must use the word consistently in your paper. Equivocation occurs when a term is used two different ways. It leads to nonsense, ambiguity and confusion. Equivocation within the text of the paper will lead to a reduced grade on the particular assignment. [See notes on equivocation in Appendix 2, below]
- Avoid hyperbole and overstatement. Words like “always”, “only”, “never”, etc. are useful in a proper context, but they are difficult to support. If you use such a word be sure you can validate the claim. Words like “often”, “sometimes”, “infrequent”, etc. are far less pretentious and are more likely to approximate the truth.
- Do not make judgments that you cannot support. You are more honest when you write, “It would appear that....” Or, “By this one might suppose....” Or, “One could assume that....” Opinions, not supported by research, may be stated as the writer’s opinions but should reflect good reason even when they do not express certainties.
- Keep the person of your paper consistent. If you write in first person (I, or we), do not switch mid- sentence (or mid-paragraph) to second person (you), or third (he, she or it). Do not use the plural, “they” or “them” where “he” or “she” is the appropriate usage. Keep the gender of your paper consistent as well.
- Pay close attention to prepositions. It should not be “...in my perspective....” but “...from my perspective....” It should not be “I agree with Prof. Mitchell on....” but “I agree with Prof. Mitchell about....” It should not be “...upon the idea of impartiality, I would like to add....” but “...about the idea of impartiality, I would like to add....”
- Plagiarism will not be tolerated in any form. Plagiarism is considered by the CFM Department to be 1) representing someone else’s thought or words as one’s own, and 2) recycling old papers used in other classes. When quoting from someone else’s work, give appropriate credit. The consequences for proven cases of plagiarism will be severe. Each violation will be considered individually and penalties affecting one’s grade will be assessed appropriately.
- Make good use of the writing center in Buswell Library (south end, lower floor). Work hard to develop your skills as a writer. You will not be able to do this if you put off writing your papers till the last minute. Appendix One: Attributes of God Part One: Incommunicable Attributes - Attributes of His Being Sovereign I Kings 12:15; Ps 83:18, 89:11, 93:1, 103:19, 135:6; Isa 14:27, 33:22; Jer 46:18, Nah 1:9; Mal 1:4; I Tim 6:15; Rev 19:16; I Chron 29:11; Ex 15:18, Psa 50:12; II Chron 20:6; Deut 10:14, 17; Prov 21:30; I Chron 16:31; Psa 96:10, 99:1-3, 138:8, 139:16, 145:10, Jer 18:1-2; Self-Existent Gen 1:1 (In the beginning God ...); Ex 3:14; I Kings 8:60, Job 35:6-7, Isa 45:5,6,14,18,21-22; Heb 11:3(If anything exists, something must be eternal + non-contingent), Deut 4:35- Omnipotence Num 23:19; [(cf. v.20 "he cannot revoke His blessing") Thomas Aquinas Summa Theologica: "No contradiction exists in the divine omnipotence"]; Num 11:23; Ps 135:6; Hab 3:4; I Sam 14:6, Luke 1:37; Gen 18:14; Jer 32:17; Matt 19:26; Rom 4:21; Rev 15:3, Phil 3:21, Josh 4:24; Psa 21:13,66, 62:11, 68:34,71:18, 77:13, 105:4, 106:2,6-8; Matt 3:9, Psa 145:6, Nahum 1:3, Ex 15:18 (also v 2-18), Ps 147: Omnipresence Ps 139:7-8, 145:8, Jer 23:24, II Chron 32:7-8; Deut 7:21, Heb 13:5+6, I Kings 8.27; II Chron 2:6; Psa 73:28; Psa 46:7II Chron 2: Immutable (Unchangeable) Num 23:19, I Sam 15:29; I Kings 13:7-23 [The prophet who lied + the prophet who died because he forgot God's immutability]; Psa 89:32:37; Psa 33:11; 102:25-27, 110:4, 119:89, 131:11; Isa 46:4; 43:13, Jer 4:28; Micah 7:18-20; Mal 3:6, Heb 13:8, James 1:17; Titus 1:2, Heb 6:17-19; Rom 1:10-12, I Sam 1: Truth Jn 14:6 (To Thomas); Lev 24:22; Deut 18:21-22; Num 23:19; Ex 34:6; II Sam 7:28; II Chron 15:3; Psa 89:14, 32-37; 111:7; 119:160; Isa 65:16; Jn 17:17; Titus 1:2; Heb 6:18, Rev 16:7, Gen 24:27; Jn 3:33, Psa 25:10, 86:15, 93:5: 117:2, 138:2; Rom 3:3- Eternal Gen 21:33; Deut 33:27; Job 36:26, Psa 48:14, 90:1+2, 93:2, 102:25-27; 135:13, Isa : 43:13, 57:15; Hab 1:12; 3:6; I Tim 1:17, 6:16; Heb 1:10-12; Ex 15:18; I Chron 16:36; II Chron 7:3,6; Psa 9:7; 100:5; Isa 43:10-13; Psa 145:13; Eccles 3: Infinite Job 11:7ff; Psa 147:5; I Kings 8:27; II Chron 2:6; Psa 145:3; 146:5; II Chron 2: Indivisible [Simple, Single, Unified, One] Deut 6:4; Isa 46:9, 45:5-6, 14; 43:10-11; 45:22; I Cor 8:4-6; James 2:19; Mark 12:29; I Chron 17:20; II Chron 6:14, II Sam 7: Trancendance + Immanence Deut 7:21; Psa 135:5; Isa 7:14; 8:10, 57:15, 66:1-2; Jer 23:23-24; II Chron 22: Immaterial John 4:24; Psalm 115:1- Contrasted with false gods:
Glory Ex 33:18-34-9; Hab 2:14; I Tim 1:17; Jn 17:5; Zech 2:8, II Cor 4:16-18; Deut 5:24; I Chron 16:28 +29; Psa 72:19; 96:3;7 + 8; 97:6; Psa 115:1; 138:4- Perfect Deut 32:4; Matt 5:48; 1 Jn 3: Creator Gen 1:1ff; Made in God's Image (Imago Dei) - Gen 1:27 + 28; Amos 4:13; 5:8; Heb 3:4; 11:3; Jer 10:11 + 12; Jer 51:15; Rom 4:17; Rev 4:
Appendix two: Notes on Equivocation: There are, in common usage, items known in logic as informal fallacies. These informal fallacies lead to equivocations and violate the Law of Non-contradiction. These informal fallacies must be avoided and their appearance in a paper, or in discussion, will count against the appropriate grade. Examples of informal fallacies follow:
- Dicto simpliciter. The fallacy of the sweeping generalization; hyperbole.
- Hasty generalization. A generalization made with too few instances to properly support the generalization. While it is true most generalizations will have exceptions, some degree of generalization is necessary if communication of a body of knowledge is to be passed on to another person. If an accounting of every possible exception were necessary before moving on in a discussion no conversation would be possible. Even so, some generalizations are so careless, they must be ruled as fallacious and counter-productive to sound and proper discussion.
- Abusive ad hominem. An argument that attacks the man rather than the content of what he has claimed. An attack on a person’s character, no matter how deficient that character may be, is no refutation of the content of his argument.
- Straw man arguments. To portray the position of another in a way that inaccurately represents his point of view but makes an attack on his views easy and more accessible even though it is dishonest.
- Hypothesis contrary to fact. Similar to the straw man argument, rather than misrepresent an individual’s position this informal fallacy misrepresents particular data and is therefore dishonest.
- False analogy. In an attempt to make a point a false analogy “compares apples with oranges” and by the comparison muddies the intellectual waters.
- Begging the question. This is an attempt to prove a proposition by the very proposition.
- Poisoning the well. An attack on a person’s character in a way that seeks to prejudice others against him before he has had a chance to state his case.
- Amphibology. This occurs when more than one meaning can be attached to a particular phrase, thus creating ambiguity.
- Ignoratio elenchi. Latin for “ignorance of the refutation”, thus is to conclude a refutation without demonstrating that one either heard or understood the argument of his opponent.
- The fallacy of the complex question. This is the fallacy that expects (and demands) a simple yes or no (black or white) answer to a complex question.
- Ad baculum. Latin for “to the stick”, and means, in essence, do as I say or I will beat you up. In its way it is convincing though not intellectually satisfying.
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________ Nothing To Do But To Save Souls. Wilmore, Kentucky: Wesley Heritage Press, 1990. ________ The Master Plan of Discipleship. Old Tappan, New Jersey: Fleming H. Revell Company, 1987. ________ The Master Plan of Evangelism. Old Tappan, New Jersey: Fleming H. Revell Company, 1963. _______ The Mind of the Master. Old Tappan, New Jersey: Fleming H. Revell Company,
Conard, William, ed. The Mission of An Evangelist: Amsterdam 2000.. Minneapolis, Minnesota, World Wide Publications, 2001. Coppedge, Allan. The Biblical Principles of Discipleship. Grand Rapids, Michigan: Zondervan Publishing House, 1989. Cosgrove, Francis M., Jr. Essentials of Discipleship. Colorado Springs, Colorado: NavPress, 1980. _______ Essentials of New Life. Colorado Springs, Colorado: NavPress, 1978. Dawson, David L. “Equipping the Saints” (A Four-volume syllabus). Available from the author, 5510 Lynn Street, Greenville, Texas 75401. Edman, V. Raymond. The Disciplines of Life. Wheaton, Illinois: Scripture Press Publications, 1948. Eims, LeRoy. Disciples in Action. Wheaton, Illinois: Victor Books, 1981. ________ The Lost Art of Disciple Making. Grand Rapids, Michigan: Zondervan Publishing House, 1978. ________ No Magic Formula--Biblical Principles for Spiritual Warfare. Colorado
Springs, Colorado: NavPress, 1977. ________ What Every Christian Should Know About Growing. Wheaton, Illinois: Victor Books, 1976. Evans, William. Personal Soul-Winning. Chicago, Illinois: The Bible Institute Colportage Association,
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Grove, Illinois: InterVarsity Press, 1983. Miller, Donald. Searching for God Knows What. Nashville, Tennessee: Nelson Books, 2004. Moore, Waylon B. Multiplying Disciples—The New Testament Method for Church Growth. Colorado Springs, Colorado: NavPress, 1981. _______ New Testament Follow-up. Grand Rapids, Michigan: William B. Eerdmans Publishing Company, 1963. Morgan, 0. Campbell. The Great Physician. Old Tappan, N.J.: Revell, 1937. Nouwen, Henri J.M. In the Name of Jesus. New York, New York. The Crossroad Publishing Company,
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________ Disciple. Carol Stream, Illinois: Creation House, 1975, 1989. Packer, J.I. Truth & Power: The Place of Scripture in the Christian Life. Wheaton, Illinois: Harold Shaw Publishers, 1996. Pentecost, J. Dwight. Design for Discipleship. Grand Rapids, Michigan: Zondervan Publishing House, 1971. Petersen, Jim. C hurch Without Walls: Moving Beyond Traditional Boundaries. Colorado Springs, Colorado: 1992. Petersen, William J. The Discipling of Timothy. Wheaton, Illinois: Victor Books, 1980. (A leader’s guide is also available.) Phillips, Keith. The Making of a Disciple. Old Tappan, New Jersey: Fleming H. Revell Company, 1981. ________ Out of Ashes. Los Angeles, California: World Impact Press, 1996. Piper, John. Let the Nations Be Glad. Grand Rapids, Michigan: Baker Books, 1993. Pippert, Rebecca Manley. Out of the Saltshaker and Into the World. Downers Grove, Illinois: InterVarsity Press, 1979. Poole, Gary. The Complete Book of Questions. Grand Rapids, Michigan: Zondervan, 2003. Powell, Paul W. The Complete Disciple. Wheaton, Illinois: Victor Books, 1982.
Sweet, Leonard ed., The Church in Emerging Culture: Five Perspectives. Grand Rapids, Michigan: Zondervan. 2003. Taylor, Richard Shelley. The Disciplined Life. Minneapolis, Minnesota: Bethany House Publishers, 1962. Terry, John Mark. Church Evangelism. Nashville, Tennessee: Broadman & Holman Publishers, 1997. Trotman, Dawson B. Born to Reproduce. Colorado Springs, Colorado: NavPress, 1975. (Booklet) ________ Growing in Christ Through Scripture Memory. Colorado Springs, Colorado: NavPress, 1975. (Booklet) ________ Follow-up. Colorado Springs, Colorado: NavPress, 1975. (Booklet) ________ The Need of the Hour. Colorado Springs, Colorado: NavPress, 1975. (Booklet) Verwer, George. No Turning Back. Wheaton, Illinois: Tyndale House Publishers, 1983. Warr, Gene. The Godly Man. Waco: Creative Resources, 1976. ________ You Can Make Disciples. Waco: Word, 1978, Waif, Irma. The Godly Woman. Waco: Creative Resources, 1976. Watson, David. Called and Committed. Wheaton, Illinois: Harold Shaw, 1982. White, Jim. Christlikeness. Colorado Springs, Colorado: NavPress, 1976. (Booklet) White, John. The Race: Discipleship for the Long Run. Downers Grove, Illinois: InterVarsity Press, 1984. Willard, Dallas. The Spirit of the Disciplines. Harper, 1988. Wilson, Carl. With Christ in the School of Disciple Building. Grand Rapids, Michigan: Zondervan Publishing House, 1976. Wilson, Jim. Principles of War, A Handbook on Strategic Evangelism. Moscow, Idaho: Community Christian Ministries, 1991.
